Technology-mediated TBLT -- Editorial page -- Title page -- LCC data -- Table of content -- Chapter 1. Towards technology-mediated TBLT -- Introduction -- CALL and TBLT: Potential for synergies -- Towards a new understanding of technology-and-task integration: Technology-mediated TBLT -- Structure of the collection -- Summary of the main chapters -- Limitations and future research -- References -- Chapter 2. The need for needs analysis in technology-mediated TBLT -- Introduction -- Defining and conducting a NA: Needs, wants, desires -- Examples of NA in language teaching -- The central role of NA in TBLT -- Early NAs in technology-mediated education: Tasks, language, and technology needs -- Propelling technology to center stage in NA for technology-mediated TBLT -- What to include in a NA of technology-mediated TBLT -- Tasks -- Tools -- Digital literacies -- Access to technology -- Looking forward to the future: A new model of TBLT and needs analysis -- Conclusion -- References -- Chapter 3. Prior knowledge and second language task production in text chat -- Introduction -- Tasks in computer-mediated contexts -- Task complexity and language production -- Prior knowledge and task-based performance -- The Cognition Hypothesis and CMC -- The present study -- Method -- Participants -- The task -- Procedure -- Data collection -- Coding of complexity, accuracy, and fluency in CMC data -- Results -- Discussion -- Conclusion -- References -- Chapter 4. Textbooks, tasks, and technology -- Introduction -- Tasks and TBLT in textbook-bound contexts for L2 learning and teaching -- The action research study -- Online TBLT design: The Story Telling Contest task -- Method -- Participants -- Task design and implementation -- Data collection and analysis -- Results -- Quantitative evidence of student perceptions -- Qualitative evidence from questionnaires -- Further insights from interviews -- Summary of qualitative perceptions -- Evidence from gap-filling test on narrative tenses -- Discussion -- Limitations and conclusion -- PostScript -- References -- Digital Tools -- Anchor 76 -- Appendix A -- Appendix B -- Chapter 5. Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks -- Introduction -- Teaching task-based process writing -- Collaboration and social, mediated learning -- Chats and wikis as Web 2.0 social tools for language learning -- The genres of argumentation and exposition -- Our previous research and present research questions -- Method -- Participants -- Procedure and schedule -- The task-based writing module -- Data -- Analysis -- Results -- Composition elements: Effects of social tool and genre -- Synchronous Interactions in Chats: Collaboration and scaffolding -- Accuracy and syntactic complexity of task products -- Discussion -- The role of chats and wikis in task-based collaborative writing -- Insights about writing in two genres -- Accuracy and syntactic complexity of essay products -- A cautionary note on.
accuracy -- Limitations and conclusion -- References -- Chapter 6. TBLT and synthetic immersive environments -- Introduction -- Tasks, fail states, and quest restarts in synthetic immersive environments -- Croquelandia -- Method -- Participants -- Curricular implementation -- Procedures for data collection -- Procedures for data analysis -- Results -- Total number of quest restarts -- Quest restarts by gameplay context -- Quest restarts by scenario -- Discussion -- Designer intentions versus player actualization -- Playing to learn versus learning to play -- Conclusion -- References -- Appendix A -- Sample Interview Questions -- Chapter 7. Collaborative Tasks for Negotiation of Intercultural Meaning in Virtual Worlds and Video-web Communication -- Introduction -- Background -- Affordances of networked synchronous communication -- Design principles for intercultural online tasks -- Method -- Research questions and data -- Context of the wider NIFLAR project -- Results -- A look at negotiation of intercultural meaning -- Support for intercultural learning -- Perceptions of Synchronous Online Tasks -- Discussion and conclusion -- References -- Appendix -- Global task descriptions. -- Chapter 8. The third dimension -- Introduction -- 3D virtual worlds for L2 learning: Affordances and limitations -- An overview of the research -- Tasks for L2 learning in 3D virtual worlds -- Sociocultural theory for task development: Theoretical foundations -- SCT-based pedagogical principles for the design of technology-mediated tasks -- SCT for technology-mediated TBLT: A 3D VW task example -- A cultural journey -- Evaluating tasks and activity in 3D VWEs -- Concluding remarks -- References -- Appendix -- A Cultural Journey -- Chapter 9. Lessons from the fandom -- Introduction -- Task-based language teaching and fandom tasks -- FictionAlley.com and threaded games -- Blogs and role playing games -- Wikis and literary lexicons -- Video, translation software, and fan subbing -- Discussion and conclusion -- References -- Chapter 10. Formative, task-based oral assessments in an advanced Chinese-language class -- Introduction -- Learning Chinese as a foreign language through tasks -- Philosophy of tasks in an advanced Chinese language class -- Formative task-based assessments and self-reflection -- The current study -- Method -- Participants -- Student needs -- Task Design -- Task-based formative assessments and self-reflection -- Analysis of ratings -- Results -- Discussion -- A role for formative assessment -- A role for technology -- Looking to the future -- Conclusion -- References -- Appendix A -- Future Language Use Survey -- Appendix B -- Excerpts from the “Chinese Language School” Pre-task Activity -- Anchor 151 -- Appendix C -- Appendix D -- Self-Assessment of Speaking Ability -- Chapter 11. Evaluation of an online, task-based Chinese course -- Introduction -- TBLT as a framework for online language instruction and assessment -- Design of the online, task-base.
d Chinese course -- Research questions -- Method -- Participants -- Data collection -- Results -- Task participation rates -- Performance-based assessments -- STAMP proficiency tests -- Survey data -- Discussion -- Conclusion -- References -- Appendix -- Chapter 12. Afterword -- From innovation to obvious -- An evolution of task qualities -- Challenges for technology-mediated TBLT -- Redefining targeted L2 competence -- Selecting and analyzing real-world tasks -- Preparing learners to create a future -- Developing an evaluation argument -- Concluding thoughts: The innovator’s evolving mission -- References -- Index -- .
